KOMPIUTERINĖ VIZUALIZACIJA MOKANT CHEMIJOS: VIZUALIZACIJOS PRIEMONIŲ IR OBJEKTŲ ANALITINĖ APŽVALGA

Abstract

Background There are lot of books that teachers use in teaching process, but books are still unable to represent difficult view and to enclose 3D features of object. To reduce this lack of information proceeding there can be used computer visualisation in the classrooms. Computer technologies can be essential tools for scientific teachers because of the extensive possibilities to show 3D representations. The teachers do not feel competent in knowledge of modern technology that is why they rarely use them in teaching process-es. Clear computer based visualization helps students to understand difficult concepts and this leads to comprehension in science education. The more concepts and laws of nature they will now the more quali-tative scientific education will be. The article is grounded on visual thinking and genetic structural model of intellect theories. According to these theories all things, if it is possible, should be visualised, because later it helps to create right mental models and perfect comprehension of objects. This research pretends to enclose computer based visualization tools and the mostly visualised objects in chemistry for the reason teachers could use them in chemistry lessons. The subject of research – the practice of possibilities of computer based visualization tools and objects in chemistry Aim – to enclose practice of possibilities of computer based visualization tools and objects in chemistry The research tasks: • To categorize tools of computer based visualization; • To analyze the practice of possibilities of categorized computer based visualization tools teach-ing chemistry; • To analyze - which objects are the mostly visualized teaching chemistry Methods. Scientific literature analysis, systemic structural analysis, reflection Results and conclusion: • All computer based visualization tools are important because of clear visualization and possibil-ity to see very small objects. • Computer programs are designed for concrete theme; it may be proportion to plans of chem-istry education. They are interactive; there are possibilities to subscribe them by internet. It must be installed to the personal computer. Internet programs are significant because of possibility to use them free having internet and installing needful software. Mostly all programs are verbal-ized in English language; this circumstances the good chemistry teachers’ knowledge of Eng-lish language. Pupils can use them independently for self – education, to deepen general knowledge of chemistry. • Molecules and their structures are the most visualized objects in chemistry education; it means that molecules are one of the most difficultly perceivable concepts. It is recommended to use visualization tools teaching about molecules. Key words: computer based visualization, visualization tools, visualization objects, teaching chemistry